Lasallian presence

MEL Bulletin 16

Brothers of the Christian SchoolsVia Aurelia 47600165 Rome, Italy

March 2005

5

Lasallian presence

To consider our Lasallian presence in the world today naturallyinvolves doing so from a dual perspective. First, we need to lookat the past and ask ourselves about the original inspiration for ourInstitute. Then we need to look at the present, with the futureuncertain, to see how we can incarnate that inspiration, ourfounding core, today.

John Baptist de La Salle's intention was to put the means of salva-tion, a holistic salvation that included various human dimensions,within the reach of the young, especially those who were so farfrom it. It was this basic inspiration that animated our Institute,with its pluses and minuses, over the course of these last threecenturies of human history. One of the things I most admire per-sonally and which impresses me about our Founder, is how hewas attentive to and let himself be influenced by the real situationin which he lived. Every authentic Lasallian presence mustinvolve a triple movement: being alert to reality, allowing oneselfto be moved by the needs of the world of youth presented to us,and searching creatively for ways that will change the situation.This is the Lasallian contribution for building the Kingdom of God,a Kingdom where we can all live as sons and daughters of Godand as brothers and sisters among ourselves. A Kingdom where,thanks to knowledge, goods can be placed at the service of all.

Secondly, Lasallian presence must be firmly rooted in the histori-cal context in which we live today. We are at a particularly sig-nificant time where we are experiencing not so much an era ofchange but a change of era. The world situation is marked by aconsiderable number of tendencies and events. Among others,there are ethnic, racial and religious conflicts, world economicgrowth and the expansion of markets with their great contrasts,information technology, enormous problems having to do withpoverty...

The United Nations Development Program (PNUD) in its recentannual reports speaks about how more and more poverty has achild's face, about how school grades are being repeated orschool is being abandoned at an early age in many countries,

about how youth unemployment is becoming commonplace. Thismeans that a great portion of the youth population is outside theeducational system and the labor market.

As an international Institute we are called to not shut ourselves inour own little world but to feel that we are part of an organizationwhich opens us up to the very heart of the world. The Brothers'Rule, without beating around the bush, presents this objective tous, an objective which transcends all borders, be they of time orof space: “The Institute is concerned above all for the education-al needs of the poor as they strive to become aware of their dig-nity and to live and to be recognized as human beings and chil-dren of God. The Institute establishes, renews and diversifies itsworks according to what the kingdom of God requires” (Rule 11).

This is our challenge today which gives meaning to our presenceand which encourages our evangelical creativity.

Brother Álvaro Rodríguez EcheverríaSuperior General

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Afrique

“All men of whatever race, condition or age, in virtue of their dig-nity as human persons, have an inalienable right to education.This education should be suitable to the particular destiny of theindividuals, adapted to their ability, sex and national cultural tra-ditions, and should be conducive to fraternal relations with othernations in order to promote true unity and peace in the world.True education is directed towards the formation of the humanperson in view of his final end and the good of that society towhich he belongs and in the duties of which he will, as an adult,have a share.”

(Vatican II, Gravissimum Educationis Momentum, art. 1)

The Lasallian Region of Africa includes five Districts (Antananarivo,Congo Kinshasa, Douala, Lwanga and West Africa), one Sub-District (Golf of Bénin), one Delegation (Rwanda) and one Sector(Equatorial Guinea).

The Brothers of the Christian Schools, together with their lay col-laborators, are fully engaged in creating projects which canrespond to the educational needs of the poor and to the evange-lization of the young people in general.

The significant pedagogical innovations realized in manyLasallian apostolic activities could be identified under the follow-ing four headings:

1. Rural Development Centers

2. Vocational Training Centers

3. Assistance to Children in Difficulty

4. Centers for Religious and Pedagogical Formation

1. Rural development centersThese projects represent a presence of the Church in rural areaswith special consideration for people displaced because of warsand ethnic rivalry. Together with these poor people, the Brothersstudy, plan and install village life and organize the activities ofbasic communities. One of the most important initiatives accom-

8

plished by this apostolic service is the recording of the villagers'needs and trying to satisfy them as soon as possible. With theassistance of volunteers who are expert in agricultural sciences,the Brothers introduce simple training programs, look for betterquality of seed, and contact available NGOs in order to financemore ambitious projects such as irrigation systems and varioustypes of machinery. These kinds of activities are carried on in the“Centre de Développement Rurale de Talba” and in the “Centrede Promotion Rurale de Lara” both of them in Cameroun; the“Centre de Formation Rurale de Tami” and “Projet deDéveloppement Rural De La Salle - Kope” both of them in Togo;the “Centre de Promotion Rurale de Ambositra” in Madagascar;and “Centre de Promotion Rurale” de Kisaro.

At a more sophisticated level there exists the “La Salle Agro-Technical Institute of Hagaz” in Eritrea where the Brothers, in col-laboration with the Ministry of Agriculture, administer a pilot proj-ect accommodating 300 young men and women and providingquality formation in Agronomy and Veterinary Science. In addi-tion to these fields, the school has introduced a novelty programof specialization. Thus, students are now able to choose amongfour options: Agronomy, Agro-mechanics, Animal Husbandry,and Veterinary Science. “La Salle Agro-Technical Institute”,which is a boarding school, serves the needs of poor students andit is totally gratuitous. The Center has a modern Computer Lab,and a well-equipped science laboratory where soil, seeds, anddrinkable water are faithfully analyzed. The administration hasbegun offering logistic support to the farmers of the region aroundHagaz. It is encouraging to note that the farmers themselves havebeen requesting the support. This initiative pursues four differentgoals:

a. to insert the School in the local reality

b. to allow the students to practice in a day-to-day context

c. to have an extra source of income towards the policy of self-reliance

d. to facilitate understanding and mutual appreciation amongdifferent faith-groups

The production of wine and of cheese are two new projects whichwill assist the center of Hagaz to gradually realize the policy ofself-sufficiency.

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2. Vocational Training CentersMost of these projects are organized by Lasallian apostolic servic-es in order to liberate poor people from unemployment and ren-der them autonomous in life. The beneficiaries of these Centersare High School drop-outs and all those who could not afford tocontinue studying at higher level types of education.

Brothers and their Collaborators are generously dedicated informing these young men and women in mechanical, electricaland woodwork skills together with secretarial courses, plus train-ing in knitting and sawing. Since the courses are given free of anycharge, the apprentices are involved in part-time jobs so that theseCenters can become self-sufficient and extend their contributionto others.

The philosophy of Vocational Training Centers in the AfricanRegion is to create employment and help the young people tohelp themselves. To educate the “whole human being” and pro-mote the culture of fraternal dialogue, the understanding of theother and openness in interpersonal relationships, form the objec-tives of these formation programs.

The training process includes introductory courses in manage-ment, in the preparation of annual or monthly budgets and in thehandling of bills and receipts.

Activities such as sports, inter-religious dialogue, ecumenicalmeetings, sharing experiences and library facilities are very muchappreciated by the beneficiaries.

These kinds of Vocational Training Centers are found in “CentreTechnique d'Apprentissage et Perfectionnement de N'djamena”(Chad); “Workshop for Mechanical and Carpentry Training” inKeren (Eritrea); “Youth Development Project” in Jauro Yino(Nigeria); “Mwangaza Center” in Nakuru (Kenya) and the“Escuela Taller La Salle de Bomudi” in Bata (Equatorial Guinea).

3. Assistance to Children in Difficulty“The Lasallian educational mission should concentrate on chil-dren whose rights are not protected” (43rd Gen. Chapter).

Ethnic conflicts, wars, drought and famine in different parts of

10

Africa have created orphans, displaced people and street childrenwho suffer the lack of basic needs.

In April this year, Rwanda observed the 9th Memorial of the 1994Rwandan genocide. Those who marked the festivities include anestimated 400,000 genocide orphans. After most of the adults intheir immediate and extended families were killed, young adoles-cents and children were robbed of their childhood and becamebreadwinners for their younger brothers and sisters. They endedup living an extremely precarious existence. They cannot getaccess to food, health, education, and sometimes adults takeadvantage to exploit them.

To fight this type of poverty and situations of injustice, the Brothersof the Christian Schools in Africa have created special projects forchildren who live on the streets and who are in difficulty.

These educational projects provide a home for the needy childrenwho are socially and emotionally wounded. In those centers, thechildren feel accepted, respected and loved. There they findadults who are points of reference, available to listen and help.They share their stories, they receive human formation, they livenormal life and they start to dream of a better future. They live ina family environment, they experience social relationships andthey have a chance to develop their affectivity. The children haveopportunities to learn a skill so that after some years they can beautonomous.

Projects that provide this type of Lasallian pedagogical service are“Akwaba Street Children Center” in Abidjan (Ivory Coast), “St.Mary's Junior Boys Programme” in Nyeri (Kenya) and “CentreIntiganda” in Butare (Rwanda).

The children come to these Centers freely, and they can go backto the street if they prefer to do so. To deprive a child of his free-dom is like amputating a part of his body. Life has transformedthem into “adults” too soon; nevertheless they have the right tocontinue to be children.

“We cannot plan any psychological treatment for children whohave been traumatized by war and ethnic conflicts until we havesucceeded in assuring their essential needs such as food, shelterand security, clothing and a continuous presence of adults as apoint of reference.” (Dr Giovanni Galli).

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4. Centers for Religious and PedagogicalFormation

In collaboration with other Religious Congregations, the Brothersof the Christian Schools in Africa have created formation centerswhere religious educators (Priests, Brothers, Sisters, and lay peo-ple) are prepared to provide quality service in the mission of thelocal Church.

The Conferences of Major Religious Superiors, both in theAnglophone and Francophone countries of Africa, are very coop-erative and appreciative of this project because they see in it therealization of their dream which is an integrated educational facil-ity on African soil and for African educators.

The academic nature of these initiatives is based on the funda-mental aspects of education articulated with Religious sciences.The teaching activities and research efforts in these formation cen-ters are focused on “Education - Faith - Cultures”. Many youngpeople are delighted to receive human, theological and pastoralformation.

These Centers are “Centre Lasallien Africain” in Abidjan (IvoryCoast); “Christ the Teacher Institute of Education” in Nairobi(Kenya) and “Groupe Scolaire De La Salle” in Byumba (Rwanda).

Conclusion“From its foundation, the Institute has defined itself as beingcalled by God to the educational service of the poor. This type ofmission is closely tied to social, cultural and economic contexts,which vary greatly from country to country where the Institute ispresent.” (43rd General Chapter)

Lasallian pedagogy helps young people to stand on their own feet.In the educational world, the Brothers play an essential role: theyare “symbols which inspire and incite society and the Church toresolve educational problems in the prospective of the Kingdomof God.” (Bro. Álvaro Rodríguez).

Lasallians work hard to reinforce social and educational motiva-tions in order to provide a real and concrete contribution to thepoor countries in Africa.

12

They are always open to and available for new approaches thatcould promote development, favorable environment and qualityof life.

Brothers Yemanu Jehar and Marc Hofer,General Councillors

13

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15

ERITREA: 1. Asmara – 2. Keren – 3. Hagaz

ETHIOPIA: 4. Addis Ababa – 5. Dire Dawa – 6. Meki – 7. Nazareth

KENYA: 8. Marsabit – 9. Nairobi – 10. Nakuru – 11. Nyeri – 12. Rongai

DEMOCRATIC REPUBLIC OF CONGO: 13. Kinshasa – 14. Matadi –15. Mbandaka – 16. Tumba

RWANDA: 17. Byumba – 18. Butare

GUINEA EQUATORIALE: 19. Bata – 20. Bata-Bomundi – 21. Bata-Lea

MADAGASCAR: 22. Ambatondrazaka – 23. Ambositra – 24. Antalaha –

25. Antananarivo – 26. Moramanga – 27. Port Berge – 28. Toamasina –29. Tsiroanomandidy

MOZAMBIQUE: 30. Beira

DJIBOUTI: 31. Tadjourah

SOUTH AFRICA: 32. Discovery – 33. Dwars River – 34. Johannesburg –35. Northcliff – 36. Phokeng

LA RÉUNION: 37. Le Guillaume – 38. Saint Denis – 39. Saint Pierre –40. Sainte Marie

SUDAN: 41. Jhartoum

17

Europe

1. A prolific workThe last General Chapter encouraged us to start educational andpastoral innovations that would serve as a creative response to thenew needs of the young.

We are delighted to illustrate here some of the innovations thatare being carried out in Europe and which we have seen. Some ofthese innovations are modest and happen without fanfare withinalready established institutions. Still others have been set upspecifically as responses to the new urgencies of the mission. Allof them, the more “classic” ones and the more “novel” ones testi-fy to the generous dedication of many Lasallian educators.

2. Europe: Can it be innovative today? Shouldit be?

2a. A new internal organization.

We can say that the need to promote educational innovation onthis continent is due to the fact that today Europe is in movementand in turmoil.

Ten states agreed to join the European Union as new memberswhen they signed the treaty on April 16, 2003. Among these arePoland, Slovakia and Malta where the Institute is present. There isenvisaged a further expansion in the near future with countrieslike Romania and Turkey where the Lasallian mission is develop-ing also.

This means an intense reorganizing and reshaping for the old con-tinent as regards its ethnic, religious, cultural and social dimen-sions. Europe is still in the process of construction, blending dif-ferent traditions (pre-Christian, Christian, Jewish, Islamic and Lay).

2b. Contribution from outside.

At the same time as Europe is reorganizing itself from within,

18

recovering its former unity, from outside there is an intense migra-tion movement underway.

Europe has become the end of the road for many people, morethan 13 million of them, who were not advancing in their owncountries of Latin America, Africa or Asia. They come to Europeto improve their living conditions but also to rejuvenate oldEurope and to diversify European culture. And the EuropeanCommunity itself estimates that it will need up to 40 million peo-ple of working age so that it can overcome the problem of ageingand regain productive capacity.

All of these events make for intense cultural and social changesthat challenge Lasallian schools to welcome these new citizenswho are coming, educate them in tolerance and in multi-culturaland inter-religious dialogue, in keeping with our education proj-ect founded on Gospel values.

2c. A change of era which highlights new educational needs.

At the same time as these human and geo-political changes,Europe is going through what is now known as a “change of era”marked by the absolute value of the individual as opposed to otherexternal references, pluralism in values, secularism, consumerism,development in technology and in means of communication, rais-ing the level of life. And at the same time there are appearing newforms of poverty within these levels... Perhaps all these currentsare felt more strongly in this era by the sheer number of culturalchanges that have occurred over the course of history.

This change of era and the social factors listed above demand thatthe Lasallian school know how to respond creatively. We wouldlike to list some points that will require special attention.

– Welcoming immigrants and promoting the integration of thesenew citizens in the European Union, educating them in toler-ance and in multi-cultural and inter-religious dialogue.

– Offering an updated language which allows young people todiscover God and to experience new values that will helpthem find meaning in their lives.

– Caring for young people who suffer from the consequences offamily disintegration, various addictions, the influence ofsects, the failure to adapt socially...

19

– Supporting in a special way those young people who, withinour own educational establishments, are academically chal-lenged, often brought on by other, more broad-ranging prob-lems which affect the whole person.

– Supporting processes of social and professional formation forthose groups or persons who are unrecognized or who sufferfrom social or labor exclusion, for example, young peoplewho are unemployed, Gypsies...

2d. A new type of presence of the Lasallian charism.

To respond to all these challenges we in the European LasallianCommunity believe that the following must be taken into consider-ation:

– The strength that can be derived from European unity. For thatto happen, it is necessary to continue working togetherthrough channels that already exist, and at the same time con-tinue to set up a new and unique European Lasallian Region.

– The start of the concept of Association for the educationalservice of the poor. If this is set up well, we Brothers and part-ners alike will strive to open new roads in educational andevangelizing service of the young, especially those who live in“poverty and in at-risk situations” (Brother Alvaro, 2002Pastoral Letter, page 12).

– The memory of Lasallian history in Europe, with its alarms, crises,wars and revolutions, and at the same time with all its prolificeducational thinking and pedagogical tradition which haslearned to overcome all obstacles.

3. A great diversity of responses.In the articles that follow you will find some examples taken fromwhat we can call the “great” Lasallian European Regions ecog-nised by the large number of works and educators.

In these regions we must pay tribute to the innovations whichhave taken place in long-established centres: the opening of newsections, international relations, links between technical collegesand companies, efforts in financial solidarity…

But there are also examples from small Districts, but very active

20

and promising ones, that also have learned to get important inno-vations up and running.

And so we could cite examples from the Centre for SpiritualExercises in Belfast, which is always very active, or the spiritualleadership training group for young people in Kintbury.

We could travel a bit further and reach out to places that untilrecently were under Communist control. In Poland, in addition totwo primary and secondary schools recently established, there arefour Lasallian ministries directed towards children with physicaland psychological deficiencies and within these works there isgreat creativity in caring for their needs.

In Romania there are just two Lasallian works, but they are verycreative ones: one of them is the first Catholic school for profes-sional training in the region and the other one, opened in June2003, is an establishment in which there is a home for childrenwith problems as well as a pastoral ministry center.

Brothers Claude Reinhardt and Juan Pablo Martín, General Councillors

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22

FRANCE: 1. Agen – 2. Albertville – 3. Alès – 4. Amiens – 5. Angers –6. Argentré du Plessis – 7. Auray – 8. Argonay – 9. Arques – 10. Arradon– 11. Athis-Mons – 12. Auxerre – 13. Avignon – 14. Cavaillon – 15.Bayonne – 16. Besançon – 17. Béziers – 18. Blain – 19. Bordeaux – 20.Boulogne-sur-Mer – 21. Bourg Saint-Maurice – 22. Bourges – 23. Brest –24. Caluire – 25. Castres – 26. Cavaillon – 27. Clermont-Ferrand – 28.Clisson – 29. Coudekerque Branche – 30. Couhé – 31. Dijon – 32. Dole– 33. Douai – 34. Fonseranes – 35. Beauvais – 36. Fougères – 37. Gargeslès Gonesse – 38. Grenoble – 39. Guénange – 40. Guidel – 41. Guipavas– 42. Igny – 43. Paris – 44. Issy les moulineaux – 45. Joué lès Tours – 46.Jurançon – 47. La grand Combe – 48. La Motte Servolex – 49. La Roche-Bernard – 50. La Rochelle – 51. Landivisiau – 52. Lannilis – 53. Laval –54. Laxou (Nancy) – 55. Le Faouet – 56. Le Portel – 57. Le Puy en Velay

23

– Vals – 58. Levier – 59. Lille – 60. Lyon – 61. Limonest – 62. LongevilleMont d'or – 63. Lorient – 64. Manigod – 65. Marseille – 66. Masseube –67. Mauléon – 68. Mende – 69. Metz – 70. Montreuil Sous Bois – 71.Montebourg – 72. Montpellier – 73. Nancy – 74. Nantes – 75. Nimes –76. Pantin – 77. Paray le Monial – 78. Parménie – 79. Perpignan – 80.Pibrac – 81. Plouay – 82. Ploubazlanec – 83. Ploudalmezeau – 84. PontSaint Espirit – 85. Pornic – 86. Pringy – 87. Pruille le chétif – 88.Questembert – 89. Quimper – 90. Reims – 91. Rennes – 92. Rodez – 93.Romilly-sur-Seine – 94. Roubaix – 95. Rouen – 96. Rueil-Malmaison –97. Saint André les Vergers – 98. Saint André lez Lille – 99. Saint Avé –100. Vannes – 101. Saint Barthélemy d'Anjou – 102. Saint Brieuc – 103.Saint Denis – 104. Saint-Étienne – 105. Saint Evarzec – 106. Saint Genisde Saintonge – 107. Saint Sylvain d'Anjou – 108. Sarcelles – 109. Nevers– 110. Saugues – 111. Semur en Auxois – 112. Talence – 113. Téloché –114. Thillois – 115. Thonon les Bains – 116. Tinténiac – 117. Toulouse– 118. Troyes – 119. Valenciennes – 120. Vannes – 121. Verdun – 122.Villeneuve d'Ascq – 123. Olemps – 124. Wattrelos – 125. Stains

24

IRELAND: 1. Belfast – 2. Castelbar – 3. Casteltown – 4. Downpatrick –5. Dublin – 6. Dundalk – 7. Kildare – 8. Muine Bheag – 9. Wicklow –10. Waterford

ENGLAND: 11. Basildon – 12. Bournemouth – 13. Eccles –14. Hungerford – 15. Jersey – 16. Liss – 17. Liverpool – 18. London –19. Newcastle – 20. Oxford – 21. St. Helens – 22. Southsea –24. Clevedon

SCOTLAND: 23. Coatbridge

25

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62.

Ibiz

a –

63.

Palm

a de

Mal

lorc

a –

64.

Pon

t d'In

ca –

65.

Inca

– 6

6. M

anac

or –

67.

Mah

on –

68.

Ala

ior

– 6

9. A

lmer

ia –

70.

Gua

dix

– 7

1.G

rana

da –

72.

Ant

eque

ra –

73.

And

ujar

– 7

4. C

ordo

ba –

75.

Sev

illa

– 7

6. A

rcos

de

la F

ront

era

– 7

7. E

l Pue

rto d

e Sa

nta

Mar

ía –

78.

Puer

to R

eal

– 7

9. S

an F

erna

ndo

– 8

0. C

icla

na d

e la

Fro

nter

a –

81.

Cad

iz –

82.

Jer

ez d

e la

Fro

nter

a –

83.

San

lúca

r de

Barr

amed

a –

84.

Cor

ral d

e A

lmag

uer –

85.

Tal

aver

a de

la R

eina

– 8

6. P

lase

ncia

– 8

7. S

anta

Cru

z de

Ten

erife

– 8

8. L

a La

guna

–89

. Aru

cas

– 9

0. L

as P

alm

a –

91.

Agü

imes

28

ITALY: 1. Acireale – 2. Biella – 3. Catania – 4. Genova – 5. Giaveno –6. Grottaferrata – 7. Grugliasco – 8. Massa – 9. Milano – 10. Monserrato –11. Napoli – 12. Paderno del Grappa – 13. Parma – 14. Pompei –15. Regalbuto – 16. Roma – 17. Santa Maria Capua Vetere – 18. Torino –19. Vercelli

MALTA: 20. Cottonera – 21. Gzira – 22. Mellieha – 23. Sliema

29

The PARC Region

It is important to recall that the Region itself is a mosaic of religions,cultures, languages, and educational systems. Kindly note that:

• all the major religions of the world are found in the Region

• in the 15 countries where we have a Lasallian presence, onlythree (Australia, New Zealand, and the Philippines) have aChristian majority; hence the vast majority of those being servedin the other countries belong to different faiths

• the levels of economic development vary from the veryadvanced to the underdeveloped

• the breadth of democracy also spans both extremes; for exam-ple, we are forbidden to participate in the domain of formal edu-cation in two of the countries

• almost all these countries experienced the positive as well asthe adverse effects of colonization, with its long-term impact onpolitical, socio-economic and educational systems.

It is against this backdrop that we can best appreciate the varietyof more recent educational initiatives found in the Region. In mostinstances our Lasallian presence in the countries of the Asia-Pacific Region began with traditional schools found at all levels ofthe educational ladder. The new initiatives that followed largelysprang from or were made possible by these traditional schools,many of which continue to be highly esteemed and much sought-after, responding, as they do, to every country's need for well-trained, morally upright professionals.

The description that follows is divided into the following generalheadings: 1) programs for youth at risk; 2) programs for personswith special needs; 3) adult education and catechetical programs;and, 4) multi-faceted projects. Since we are still in the process ofcollecting information, the countries identified as being involvedin these programs are mentioned only as examples.

Programs for Youth at RiskThe programs for youth at risk include: orphanages, which alsocater to children from broken homes (Pakistan, Japan); street

30

children centers, both residential and non-residential(Thailand, Philippines); Boys Towns for poor or academicallychallenged students (Sri Lanka, India); a residential program forthe rehabilitation of minors convicted by the courts(Philippines); a nationwide telephone counselling service(Australia); academic remedial centers or programs (Myanmar,Malaysia, India, Vietnam, New Zealand); nutrition and healthprograms, especially for mothers and very young children (SriLanka, India); boarding houses for poor but academically gift-ed youngsters (Malaysia, Myanmar, Vietnam, Thailand); andvocational skills training programs for school leavers (PapuaNew Guinea, Vietnam).

The Lasallian Volunteers (Australia, Philippines) and theLasallian Youth movements (Hong Kong, Malaysia, NewZealand) that have arisen in recent years have often been devel-oped as a response to the needs of youth at risk. A good numberof those involved in these groups are not Christian, much lessCatholic, but their common identity as Lasallians continues tocreate opportunities for the ongoing inter-religious dialogue thatcomplements what is happening in the areas of formal and non-formal education.

Programs for Persons with Special NeedsPersons with special needs are served through: substance addic-tion centers (Pakistan, Vietnam); family ministry services, some ofwhich include counselling and providing adequate shelter(Australia, India, Pakistan, Sri Lanka); skills training programs forhandicapped persons (Vietnam, India) and migrants (Thailand);and educational opportunities for indigenous people (Australia) orpeople living in remote villages (Malaysia).

Adult Education and Catechetical ProgramsFormal schooling and skills training programs that include com-puter literacy for adults are found in several countries (Myanmar,Vietnam, India, Sri Lanka, Philippines, mainland China). TheCatechetical Training Center in Pakistan is dedicated to trainingcatechists for the whole country, while in other countries Catholicchildren are reached through catechetical programs organized

31

around parishes and public schools (Vietnam, Philippines). SomeLasallian institutions are making a significant contribution to theircountries through much-needed teacher training programs(Papua New Guinea, Philippines).

The need to offer more intensive Lasallian formation to our laypartners is being addressed either through the creation of forma-tion centers (Australia) or through formation teams (Philippines)staffed by both Brothers and partners.

Multi-faceted ProjectsSeveral projects have also been developed in the Region that pro-vide a constellation of services, some of which have already beenmentioned above. The following come to mind: St. Joseph'sDevelopment Trust and Reaching the Unreached, both found inIndia, and the Lasallian Community Education Services in SriLanka.

The multifarious services offered by these projects include: formaland informal schooling; an open-school program for school drop-outs; remedial programs for slow learners; vocational skills train-ing; student hostels; various types of income-generating activi-ties; the provision of safe water and housing for the needy; healthcare and education including looking after persons with infec-tious diseases (HIV, TB), lepers, and the aged; feeding programsfor children; and advocacy (rights of women, child labor). Theabove-mentioned Catechetical Center in Pakistan could also fallunder this category since it includes a literacy center, a cookingschool, and a youth hostel.

ConclusionOur Lasallian presence in the Asia-Pacific Region began 151years ago when the first school opened in Singapore. As this quicksurvey shows, that original ray of light has become a veritablekaleidoscope of educational activities and services kept aglow bythe 490 Brothers and the thousands of lay partners who presentlywork in the PARC Region.

How did this happen? In the same way that John Baptist de LaSalle experienced it. By allowing the light of faith and zeal to

32

shine through the prism of the needs of young people and thepoor.

Br. Victor Franco and Marc Hofer

General Councillors

33

MA

LAYS

IA: 1

. Ipo

h –

2. K

uala

Lum

pur –

3. M

alac

ca –

4.

Pena

ng –

5. P

etal

ing

Jaya

– 6

. Tai

ping

– 7

. Kot

a Ki

naba

lu,

Saba

h –

8. K

uchi

ng, S

araw

ak –

9. N

abaw

an, S

abah

– 1

0.Ta

mbu

nan,

Sab

ahIN

DO

NES

IA: 1

1. M

anad

o

SIN

GA

POR

E: 1

2. S

inga

pore

PAPU

A N

EW G

UIN

EA: 1

3. H

ohol

a –

14.

Mou

nt H

agen

AU

STRA

LIA

: 15.

Bal

go H

ills

– 1

6. B

anks

tow

n (S

ydne

y) –

17. C

aste

Hill

(Syd

ney)

– 1

8. C

ronu

lla (S

ydne

y) –

19.

Eas

tBe

ntle

igh

(Mel

bour

ne) –

20.

Hen

ley

Beac

h (A

dela

ide)

– 2

1. H

inch

inbr

ook

(Syd

ney)

– 2

2. K

ensi

ngto

n (S

ydne

y) –

23.

Kur

mon

d –

24.

Loga

n Re

serv

e (B

risba

ne)

– 2

5. M

alve

rn (

Mel

bour

ne)

– 2

6. M

arric

k V

ille

(Syd

ney)

– 2

7. M

ento

ne (

Mel

bour

ne)

– 2

8.Sc

arbo

roug

h (B

risba

ne) –

29.

Sou

thpo

rt (G

old

Coa

st)

NEW

ZEL

AN

D: 3

0. M

ange

re E

ast (

Auc

klan

d) –

31.

New

Ply

mou

th

34

PHILIPPINES: 1. Antipolo – 2. Bacolod City – 3. Cavite – 4. Iligan – 5.Lipa City – 6. Metro Manila – 7. Ozamiz City

JAPAN: 8. Hakote – 9. Kagoshima – 10. Sendai

CHINA: 11. Hong Kong - Kowloon - New Territories

35

PAKISTAN: 1. Faisalabad – 2. Khushpur – 3. Karachi – 4. Multan – 5.Sindh

INDIA: 28. Bangalore – 32. Dindigul – 6. Genguvarpatti – 7. G-Kallupatti– 8. Keesara – 9. Keezhamudiman – 10. Madurai – 11. Mangalagiri – 33.Pallappatti – 12. Suranam – 13. Tuticorin

MYANMAR: 14. Kalaw – 15. Lashio – 16. Leiktho – 17. Pyin oo Lwin(Maymyo) – 18. Yangon

THAILAND: 19. Bangkok – 20. Chantaburi – 21. Nakhonsawan – 22.Sampran

VIETNAM: 23. Ho Chi Minh

SRI LANKA: 24. Colombo – 25. Kandana – 26. Kurunegala – 27. Mannar– 28. Nuwara-Eliya – 29. Ragama – 30. Wattala

37

Near East

The Near East District is a mosaic of countries each of whichdemonstrates in its own particular way the dynamism of theLasallian presence there. This Lasallian presence goes back to the19th century and, over the course of years, in a constantly chang-ing context in which political and religious tension was neverlacking, it has been able to provide an ever-developing culturaland religious service.

Its constant concern, however, has always been the educationaland religious service of the young people admitted to the numer-ous high-quality schools run by Lasallians over a period of manyyears.

Today, this service has gradually diversified, and there have beenmany initiatives responding to new educational needs.

St Joseph's College in Kadikoy has been the moving force behinda concerted effort to support the construction of a primary schoolin a village damaged by an earthquake. Bonds of friendship havebeen created among those directing this work. Lasallian activity ismost evident, however, in Istanbul, where inititives proliferate:gathering street children once a month for a sports competition,computer courses for girls not attending school. All this is run bylay people and committed older students.

In Lebanon, taking charge of a primary school in a poor district ofBeirut has enabled us to extend our field of activity to a “help withhomeworks” service for children with learning and family prob-lems. This service is run on a rota basis by adults and some youngpeople, all connected with Lasallian movements.

Other young people are involved working with NGOs on a devel-opment project in a village in South Sudan. A layman, accompa-nied by a Brother, looks after and direct the work of these youngpeople.

The Holy Land/Jordan is going through a difficult period. And yetinitiatives to enable young people to find some respite are notlacking: sports clubs, revision programmes, courses in Hebrew (toincrease knowledge of the “others” and guarantee themselves a

38

future, since all the pupils are Arab). All this gives them the pos-sibility to cope as best they can with the tensions of everyday life.

Egypt continues to extend its many services in which committedLasallians are involved. These services include such places asBayadeya, in Upper Egypt, with its parallel school for peasantchildren, and training activities for young people; Alexandria,with the admission of handicapped children to the classes of StMark's College, and the access to its grounds that it gives once aweek to street children, as part of a Caritas-Egypt scheme; Cairo,where vocational training centres and various movements areprovided for young people. The aim which inspires the lay peo-ple or Brothers in charge is always the same: to promote thedevelopment of all these young people in an atmosphere of dig-nity and tolerance.

Br. Georges ABSI, Visitor

39

TURKEY: 1. Instambul – 2. Izmir

EGYPT: 3. Alexandrie – 4. Bayadeya – 5. Le Caire

LEBANON: 6. Ain-Saade – 7. Baskinta – 8. Beit-Mery – 9. Beyroth –10. Deddeh-Koura – 11. Furn el Chebbak – 12. Kfaryachit

ISRAEL: 13. Jaffa – 14. Jerusalem – 15. Nazareth

PALESTINE: 16. Bethlehem

JORDAN: 17. Amman

41

Latin America and the Carribean

Latin America and the Carribean form an immense geographicalRegion which is culturally very diverse. Certainly they share manycommon elements: a history in which the various nations andsub-regions frequently draw closer to one another, processes ofindependence which are relatively contemporary, similar socialsituations marked by injustice and inequality, two principal lan-guages which facilitate communication between nations, similarreligious concepts which still recognize the Catholic Church as arespected guide with generally accepted influence, although thereis a rapid movement towards marked pluralism. Nevertheless,there are also distinct differences between one country and anoth-er and between one region and another. The political processeswhich have been experienced have generated well-differentiatedconcepts, their processes of integration are very delicate and areoften marked by mistrust and prejudice. Mixed races or immigra-tion practices influence ethnic traits which make it possible to dis-tinguish populations within the region and cultural expressionsthat have evolved so as to produce characteristics which are verytypical of each country and even within countries.

It is important to recognize this reality of common elements andsignificant differences in order to be able to understand this part ofthe world. The Lasallian Mission, therefore, is placed within thisreality and it responds to these differences. Historically, Lasalliansbegan their mission in 1863 in Ecuador. Then came foundations inChile in 1877, Colombia in 1890 and the rest of the continent inthe first decades of the 20th century. The Brothers arrived in LatinAmerica and the Carribean with a specific assignment from gov-ernments: to collaborate in modernizing education and, in a num-ber of cases, to organize the national educational system. Duringthese years the first works sprung up, generally in the form of agrand private school where methods brought from France wereused, with emphasis on the Natural Sciences, Mathematics andtechnology. Next to these great schools there also appeared popu-lar schools for the education of the poor. Also common were agree-ments between the Institute and governments for the organizationand administration of state schools, especially technical institutesand normal schools.

42

Nevertheless, the different socio-political processes at play in ourcountries and the characteristics peculiar to our peoples allowedthe Lasallian mission to diversify and many different educationalprocesses were proposed, some of them traditional - the majority- but also there were creative and alternative responses. These lastones we have called “Islands of Creativity” within the Region andthey are being proposed today as possible works for Districts with-in the Region to imitate. We would like to try to group programsto show a reality which is diverse, rich, and encouraging.

Formal educationThere are many works of formal education which respond, pri-marily, to middle-class populations. They exist in all the Districtswithin the Region and they are the most numerous of the Lasallianworks. Although they are known among ourselves as “traditionalworks” it is necessary to say that the majority of these have madeinternal innovations, not only to ensure academic quality, the useof new technology, and extension to include underprivilegedpopulations, but also to create programs for formation in socialjustice, the defense of the rights of children, and attention to thepoor. Within these schools there is great lay participation bothwithin the administration as well as in pastoral ministry and theteaching process itself.

Within this group also can be mentioned works of a popularnature, the majority of which are in marginalized areas that carefor very poor populations with formal educational programs,some of them state schools and others financed by Districts,boards, or international organizations. Some of these works areTechnical Institutes which prepare students for the world of worksuch as the Technical Institutes in Nicaragua and Colombia.

Higher educationThe Lasallian Latin-American Region in recent decades has gonethrough a very productive time in terms of higher education insti-tutions and educational programs. This is without precedent in theInstitute. Lasallian presence in the context of higher education inLatin America began in the 20th century, especially the 1960's.Although we find some important incursions into university edu-cation on the part of the Brothers at the beginning of the century,

43

it is in 1962 when we had the foundation of the first Lasallian uni-versity in Mexico City. Two years later, in 1964, La SalleUniversity in Bogota was founded and later La Salle University -Bajío was founded in Leon, Mexico. These three universities werethe pioneers and almost the only Lasallian universities until the1970's. Today they are the largest, each one having a studentpopulation of over 10,000.

Today Lasallians are present in 34 institutions of higher educationin 10 countries of Latin America: Mexico, Guatemala, Costa Rica,Colombia, Venezuela, Brazil, Peru, Bolivia, Chile, and Argentina.Not all of these institutions are of university status. This statusdepends in some measure on the legislation proper to each coun-try. And so there are Universities proper, university institutions,programs of higher education which are attached to other univer-sities, or educational institutions, and normal schools which insome countries are classified as part of higher or tertiary education.

In this area we should mention the program that is beginning inGuatemala at the La Salle Mayan University: this is a very inno-vative, creative and prophetic program. Also there is the La SalleFoundation in Venezuela which is recognized internationally andthe new La Salle University of the Caribbean, a novel program ofhigher education known for its methodology and objectives.

Ethnic educationThese programs are aimed at indigenous and marginalized popu-lations with an emphasis on culture. Some of these programs carefor indigenous populations while others serve Afro-Americans.The main programs in this field are in Guatemala which hasMayan populations: Prodessa, the Santiago Institute and theplanned Mayan University; in Bolivia, which has Quechuan andAymaran peoples: there is Radio San Gabriel which reaches near-ly two million persons with its educational radio programs andtraining of community leaders. These programs even reachEcuador with its own indigenous population. In Colombia andBrazil there are Afro-American people who are served as well asin Chocó in the northeastern part of Brazil.

44

Popular education programsThese educational processes within marginalized populations andaimed at the poor, emphasize the methods of popular education,that is, a school which transcends its own physical space andbecomes involved in the communities where it operates. Its ped-agogy and curriculum respond to the needs of these communitiesand they are an alternative for the education of the poor. Threesignificant programs in this field are the La Salle School ofSapucaia in Porto Alegre, Brazil, the Saint Héctor ValdivielsoSchool in the Malvinas Islands, Argentina, and the St. John Baptistde La Salle School in the Dominican Republic.

Teacher formationIn addition to the university education departments or schools ofeducation, there is a significant number of normal schools whichserve, in the majority of cases, people in rural areas in teachertraining for those who work especially in the primary education ofchildren from those areas. In Peru there are several programs ofthis type and progress is being made in consolidating models andinnovative pedagogical programs. Also in Colombia, in Chocó,there is one school like this. The San Miguel Network in Panamaserves teachers in the most isolated and marginalized areas of thecountry by advising them, offering them training in catechesis,leadership and pedagogy.

Missionary volunteersWithin the context of association for the educational service of thepoor there have been established within the Region communitiesof young people and Brothers who share their lives and work forthe poor. The District of North Mexico has implemented a com-munity program in the mountains which includes young universi-ty students and Brothers who share community life and apostolicwork. In the District of Ecuador several programs of this type havebeen set up that have also become a vocational seedbed and anexpression of a youth pastoral ministry program with a dimensionof apostolic commitment.

45

Programs for the care of street childrenThese are educational programs aimed at young people who havealready experienced life on the street or who are in imminent dan-ger of doing so. In the District of South Mexico a group of chil-dren who are in the process of resocialization are served and theyare given a formal education to prepare them for a productive lifeand to enable them to continue on to higher studies. Also inBolivia there is a program for orphans to prevent them frombecoming street children. Porto Alegre has developed a processcalled “Cidadania na praça” which looks to rehabilitate childrenwho live in the streets of the great city, and the District of Bogotahas established a school to care for children from families whichhave been displaced by violence.

Non-formal educational programsThese programs are basically geared towards adults, men andwomen, who are heads of families. They offer training courses forproductive, daily work in bakeries, electricity shops, garagesshops, kitchens, nursing stations, etc. The District of Sao Paulo hasone program of this type which serves nearly 500 persons.

But within the Region there are also education programs of anoth-er type and these mainly deal with the field of communication.The Stella Publishing Company in Argentina and Bolivia, as wellas Bruño in Peru have finished an important job of spreading theword about and offering support for school educational programs.The La Crujía Institute of Argentina, which specializes in commu-nication, has put forward some very interesting processes forongoing formation among teachers and those involved in the fieldof communication.

If it is true that in recent years there have appeared in the Regionmany innovations and alternatives for the educational service ofthe poor, there is still much more to be done in this area. In fact,Brother Superior, addressing the Region, told us: ”Thinking aboutour Lasallian reality in Latin America, at times I have the impres-sion that we lack the drive to respond to new educational needsand that we easily are satisfied with what we are doing... what iscertain is that we should not go very far away from confrontingthese dehumanizing borders in our reality.”

46

The Perla Program is an attempt to respond to these challenges.The Perla program is defined as “a personal and community com-mitment, based on faith, and made real in a systematic proposi-tion of the transformation of the educational and social reality ofLatin America and the Caribbean. The program interprets andguides the meaning of the Lasallian mission in light of the spirit ofthe 43rd General Chapter and of the Regional Assembly as aresponse to the demands of the world today. It starts from redefin-ing the presence and the participation of the Institute in the his-toric development of the Continent and overcoming conditions ofinjustice and inhuman poverty that affect the majority of the pop-ulation with a strong impact on children and young people and,therefore, on the destabilization of the future of the Continent...The Perla Program is set up as a Latin American and CaribbeanLasallian response to the educational service of the poor and as acriterion for the presence of the Brothers and partners in the pres-ent context of our Continent as it faces educational urgenciestaken on as the explicit proclamation of the Gospel; the democ-ratization of knowledge; the promotion of justice; peace and thedefense of life; the defense of the rights of children; and sustainedhuman development.”

Br. Carlos G. Gómez Restrepo

Secretary General RELAL

MEX

ICO

: 1. T

ijuan

a –

2. A

capu

lco

–3.

Chi

huah

ua –

4. C

iuda

d O

breg

on –

5.C

iuda

d V

icto

ria –

6. D

uran

go –

7. E

lSa

lto

–

8.

Gom

ez

Pala

cio

–

9.G

uada

laja

ra –

10.

Her

mos

illo

– 1

1.La

gos d

e Mor

eno

– 1

2. M

atam

oros

–13

.M

oncl

ova

– 1

4. M

onte

rrey

–

15.

Salti

llo –

16.

San

Juan

de

los L

agos

–17

.Sa

n N

icol

ás –

18.

Tor

reon

–

19

.A

yahu

alul

co –

20.

La

Pied

ad –

21.

León

– 2

2. M

éxic

o –

23.

Nau

calp

ande

Jua

rez

– 2

4. P

uebl

a –

25.

San

And

res

Cho

lula

– 2

6. T

etel

a –

27.

Ver

acru

z

48

49

GU

ATE

MA

LA: 1

. Ant

igua

– 2

. Chi

quim

ula

– 3

. Gua

tem

ala

– 4

. Hue

huet

enan

go –

5. I

zaba

l – 6

. Sol

ola

HO

ND

UR

AS:

7. S

an P

edro

Sul

a

NIC

ARA

GU

A: 8

. Leó

n –

9. M

anag

ua

CO

STA

RIC

A: 1

0. B

arva

de

Her

edia

– 1

1. S

an Jo

sé

PAN

AM

A: 1

2. C

olón

– 1

3. P

anam

á

CU

BA

: 14.

La

Hab

ana

– 1

5. S

antia

go d

e C

uba

HA

ITI:

16. I

le d

e la

Tor

tue

– 1

7. P

ort-d

e-Pa

ix

REP

DO

MIN

ICA

N: 1

8. H

igüe

y –

19.

Jara

baco

a –

20.

San

tiago

de

los

Cab

alle

ros

– 2

1. S

anto

Dom

ingo

PUER

TO R

ICO

: 22.

Aña

sco

– 2

3. B

ayam

ón

50

51

COLOMBIA: 1. Bogotá – 2. Bucaramanga – 3. Chía – 4. Cúcuta – 5.Fusagasuga – 6. Orocué – 7. San Vicente del Caguán – 8. Sogamoso – 9.Villavicencio – 10. Zipaquirá – 11. Cartagena – 12. Apartadó – 13.Barranquilla – 14. Bello – 15. Caldas – 16. Cali – 17. Chigorodó – 18.Envigado – 19. Ginebra – 20. Istmina – 21. Medellín – 22. Monteria – 23.Pereira – 24. Rionegro – 116. Magangue

VENEZUELA: 25. Barquisimeto – 26. Caracas – 27. Mérida – 28.Puerto Cabello – 29. Valencia

ECUADOR: 30. Ambato – 31. Atuntaqui – 32. Azogues – 33.Cariamanga – 34. Cuenca – 35. Guayaquil – 36. Ibarra – 37.Latacunga – 38. Loja – 39. Quito – 40. Riobamba – 41. Tulcán

PERU : 42. Abancay – 43. Arequipa – 44. Chaclacayo – 45. Cuzco –46. Iquitos – 47. Lima – 48. Ñaña – 49. Requena – 50. Urubamba –51. Zapallal

BOLIVIA: 52. Cochabamba – 53. La Paz – 54. Oruro – 55. Puerto Rico –56. Santa Cruz de la Sierra – 57. Tarija – 58. Trinidad

PARAGUAY: 59. Asunción – 60. Pozo Colorado

BRAZIL: 61. Altamira – 62. Ananindeua – 63. Canoas – 64. Carazinho –65. Caxias do Sul – 66. Cerro Largo – 67. Esteio – 68. Manaus –69. Nova Santa Rita – 70. Núcleo Bandeirante – 71. Pelotas –72. Porto Alegre – 73. Presidente Médici – 74. São Miguel do Oeste –75. Sapucaia do Sul – 76. Sobradinho – 77. Taguatinga – 78. Uruará –79. Xanxeré – 80. Zé Doca – 81. Aguas Claras – 82. Araruama –83. Augustinópolis – 84. Botucatu – 85. Brasilia – 86. Curitiba –87. Niteroi – 88. Pato Branco – 89. Rondonópolis – 90. São Carlos –91. São Paulo – 92. Toledo

ARGENTINA: 93. Argüello – 94. Buenos Aires – 95. Campo Gallo – 96. Florida –97. Gonzalez Catan – 98. Jáuregui – 99. Malvinas Argentinas – 100. Paraná –101. Pigüé – 102. Rosario – 103. San Carlos de Bariloche – 104. San Martín –105. San Salvador de Jujuy – 106. Santa Fe – 107. Santos Lugares –108. Valle Hermoso – 109. Villa del Rosario

CHILE: 110. Santiago-La Florida – 111. Santiago – 112. Santiago-La Granja –113. Santiago-La Reina – 114. Talca – 115. Temuco

53

North America

Taking our inspiration from the Founder who adapted methodsand systems to respond to the needs of the children of the artisansand the poor, the Lasallian institutions in the United States andToronto Region have historically tried to adapt to the needs ofthose we serve. In recent years, the entire world has seen the rev-olution in technology and we Lasallians have seen a renewedfocus on the needs of the poor in our Region. This small articlewill highlight some of the trends in the past ten years in ourRegion.

The San Miguel SchoolsA new group of schools in our Region, named after St. MiguelFebres y Cordero have opened in areas all over the United States.These schools are small, gratuitous schools, small in population(no more than about 75 students), based in poor neighborhoods.Often these schools serve an immigrant community, African-American or Native American population. Methods are designedfor these populations to teach reading, composition, and mathe-matical skills to prepare the young persons for high school suc-cess. Usually these young people come from neighborhoodswhere many students drop out of school. Based in a nurturing reli-gious and community atmosphere, these schools also focus onfamily involvement and spiritual growth. They get no financialsupport from the government and rely on the generosity of volun-teers, the Districts and benefactors.

Recently, Lasallians are adapting a Jesuit model called Cristo Reyfor secondary schools. These schools provide a LasallianEducation for children of the poor in cooperation with the busi-ness world. Corporations join in partnership to provide tuition forthese students as well as work experience in the various corpora-tions. These schools are able to create links between the havesand have-not of society and allow Catholic and Lasallian schoolsto flourish in areas that dioceses have abandoned for economicreasons.

54

New Educational CentersIn several areas of the United States (California, Kansas City andChicago) centers to assist young people and adults after schoolwith their school work, literacy and English as a second languagehave begun to serve a population that may never have had achance for an educational experience adapted to their needs.These centers are not traditional schools but places where stu-dents get individual attention. Adults who dropped out of schoolyears before can complete credits to finish their education andraise their standard of living.

High SchoolsThe biggest single group of schools in the Region is secondaryschools. In the schools, none of which receive government sup-port, there has been a steady increase in creatively seeking fundsfrom former students and corporations so that children of the poorcan attend. Additionally, these schools are making use of thetechnological advances in their programs including the develop-ment of technologically based classrooms in several schools.

The high schools have also become more aware of adolescentswith learning problems and have developed special programs andsupports within the schools so that these students can learn andsucceed on the high school level. Specially prepared teachers andcounselors along with appropriate methods and materials helpfulfill this aspect of the secondary schools' Lasallian commitment.

All of the high schools have service program in which studentsvolunteer their time to work with the poor in their areas and inplaces all over the United States. Led by dedicated faculty, thesestudents tutor, visit the elderly, clean up blighted areas, repairbuildings and visit the sick. Parts of these programs include a timefor discussion and prayer so that students can reflect on the causesof these problems and integrate justice into their own spirituality.

High Schools are also making a renewed effort to include thehumanizing aspects of the arts in the curriculum. Schools reno-vating facilities often include new buildings and areas for drama,graphic arts, dance and music providing a human education andpersonal growth for young people. A special Regional Lasallianworkshop was held in 2002 for teachers of the arts.

55

Higher EducationThe seven institutions of higher education in the region creativelyadapt themselves to the needs of the populations they serve. Manyof the universities offer evening and off-campus programs in shop-ping centers, business complexes and other non-traditional sitesfor older students who need to finish education and have to workto support families. Students are educated in business, nursingand other areas in creative short-term and accessible programs toallow for completion of education. Some of the universities haveformed cooperative programs with dioceses to train lay ministersand offer degrees in religious studies. Others have formed coop-erative networks with the Miguel schools making their educationdepartment faculties and education students available. The high-er education institutions have also continually adapted their pro-grams to the new technologies and created programs that meettoday's needs.

On each of the campuses, like the high schools, there has been anincreased interest in volunteering to help the poor in a variety ofways. Frequently, students and faculty give up holiday times totravel to depressed areas to build homes and tutor.

The Lasallian Educational mission is alive and adapting itself tothe needs of the time in the tradition of the saint whose name webear.

French speaking Canada

The French speaking District of Canada is trying to find ways toanswer adequately the needs of young people tossed by life with-out purpose or guidelines. Brothers and partners are creative inreaching to those who abandon their studies its wander aimless-ly, proposing to them leisure activities and some sort of spiritualguidance. In spite of its age, this region gives a strong witnessthrough their educative mission. We shouldn´t forget that theCanadian Brothers were the pionniers who started our mission inHaiti in 1974.

Br. Thomas JohnsonRegional USA / Toronto

56

57

CA

NA

DA

: 1. B

écan

cour

– 2

. Lac

hine

– 3

. Lav

al –

4. L

ongu

euil

– 5

. Mon

tréal

– 6

. Otta

wa

– 7

. Qué

bec

– 8

. Sai

nt-A

ugus

tin –

9.

Sain

t-Ray

mon

d –

10.

Sai

nte-

Foy

– 1

1. S

carb

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gh –

12.

Tor

onto

UN

ITED

STA

TES

OF

AM

ERIC

A:

F LO

RID

A: 1

3. H

omes

tead

– 1

4. M

iam

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Y: 1

5. C

amde

n –

Jers

ey C

ity –

Oce

an C

ity –

Ven

tnor

City

P EN

NSY

LVA

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: 16.

Aud

ubon

– B

ensa

lem

– P

hila

delp

hia

– P

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– W

yndm

oor

MA

RY

LAN

D: 1

7. A

dam

stow

n –

Bal

timor

e –

Bel

tsvi

lle –

Cum

berla

nd –

Hya

ttsvi

lle –

Lan

dove

r18

. Was

hing

ton

DC

NEW

YO

RK

: 19.

Bro

okly

n –

Eas

t Elm

hurs

t – F

reep

ort –

Oak

dale

– S

prin

gfie

ld G

arde

nsR

HO

DE

ISLA

ND

: 20.

Nar

raga

nset

t – N

ewpo

rt –

Nor

th K

ings

tow

n –

Paw

tuck

et –

Pro

vide

nce

– W

est W

arw

ick

ILLI

NO

IS: 2

1. A

ddiso

n –

Bur

r Rid

ge –

Chi

cago

– L

omba

rd –

Oak

Bro

ok –

Pla

no –

Rom

eovi

lle –

Vill

a Pa

rk –

Wes

tche

ster –

Wes

tmon

tM

ON

TAN

A: 2

2. B

row

ning

MIN

NES

OTA

: 23.

Frid

ley

– M

arin

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n-St

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ix –

Min

neap

olis

– S

t. Pa

ul –

Win

ona

WIS

CO

NSI

N: 2

4. M

anito

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– R

anci

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5. Je

ffers

on C

ity –

Kan

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City

– S

aint

Lou

is –

Wild

woo

dT E

NN

ESSE

: 26.

Mem

phis

OH

IO: 2

7. C

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HO

MA

: 28.

Tul

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ASK

A: 2

9. O

mah

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: 30.

Los

Ang

eles

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31.

Stoc

kton

– B

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ley

– C

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rd –

Dun

cans

Mill

s –

Lak

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re –

Mon

te R

io –

Mor

aga

– N

apa

– O

akla

nd –

Sacr

amen

to –

San

Fra

ncis

co –

San

Jose

– S

an Y

sidr

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REG

ON

: 32.

Milw

auki

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Por

tland

AR

IZO

N: 3

3. T

ucso

nW

ASH

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TON

: 34.

Yak

ima

59

Education Statistics December 2004

The educational activity of the Institute extends across threedomains which are complementary:1. The ordinary school institutions (Schools, Colleges, Lycées,Universities, Engineering Schools, Evening classes).

2. Specialised education centres.

3. Placing the Brothers or other Lasallians at the disposition ofstate bodies or private bodies in the Church.

We present here in detail the education service being rendered.

1. School and University institutionsThere are over a thousand school works and 62 university cen-tres run by some 80,000 educators and other personnel, includ-ing 2300 Brothers, in 80 countries. The Lasallian presence isimplanted in the 5 continents divided into 11 geographic regionswhich groupe together the 60 basic administrative units calledDistricts.

Here are the 11 Regions:

Relaf = Africa

RELAL = Latin America

French-speaking Canada

ARLEP = Spain and Portugal

RELEC = Central Europe

France with Greece, Djibouti, Switzerland

REBIM = Ireland, The United Kingdom and Malta

PARC = Asia, Oceania, Australia

The Middle-East = Egypt, Jordan, Lebanon, Turkey, the Holy Land

The USA and the Toronto Sector.

60

a) Statistics on pupils and students

About 850 000

Student totalsREGIONRELAFRELALFr. CanadaARLEPRELECFRANCEREBIMITALYPARCMid-EastUSA/Tor.Total

GIRLS13401

1234603026

324442177740587

13823513

520573415

22057317119

BOYS28808

1966044647

42847254496328417629

5184954741906240360

539348

TOTAL42209

3200647673

7529147226

10387119011

8697147531

2247762417

856467

Usa / Tor.

RELAFRELAL

Italy

ARLEP

RELECFrance

Mid.-East

PARC

Fr. Can.

REBIM

TOTAL STUDENTS

61

TOTAL BOYS AND GIRLS

Total Girls

Total Boys

TOTAL BOYS AND GIRLS %

RELAF0

5

10

15

20

25

RELAL FR.CAN. ARLEP RELEC FRANCE REBIM ITALY PARC MID-EAST USA/TOR

1.6

3.4

0.4 0.5

3.8

5

32.5

4.7

7.4

0.2

2.1

0.4 0.6

6.1

11.1

0.4

2.2 2.6

4.7

14.4

23

Total Girls

Total Boys

62

b) Breakdown by academic level:

Pie chart: – 2-6 years, – Elementary school: 6-12 years and 12-15 years,– Lycée: 15-18 years,– Universities: 18-23 years,– Evening classes.

It should be noted that some countries have made strategic choices:– The USA has 7 universities– 78% of Students in the Philippines are University students– In Mexico-North all the Colleges have evening classes foradults– Mexico-South and North have 13 universities– In all there are 62 university centres in the Institute. They forman international association - IALU. Note that France has 6000first cycle university students who are mainly integrated into tech-nical lycées.

Age groups

Not dec.

Ev. classes

18-23 years

15-18 years

12-15 years

6-12 years2-6 years

63

Age

gro

ups

c) Total personnel = Some 80 000 of which 2300 are Brothers

Clockwise: Directors, Sub-Directors, education and teaching per-sonnel, chaplains and catechists, other personnel:

All the personnel (Brothers included)

64

The number of men and women is on a par.Usually the staff ratio between Adults/Young persons all personsincluded is:– in Europe, in Latin America, in the USA: 1 to 10-12– in Asia and Africa: between 15 et 20

Personnel - Brothers only:

Total Brothers staff

Directors

Cat. aumô

Otherpersonnel

Sub-Directors

Education andteaching personnel

Total Staff

DirectorsSub-Directors

Education - teaching personnel

Chaplains and CatechistsOther personnel

65

d) Property Policies:

Certain countries work, as a priority,with their own means, whileothers have decided to work within diocesan or state structures,putting their know-how mainly at the service of the formation ofteachers. This is especially the case in Latin America.

Clockwise: FSC, diocese, State, other bodies often linked to theFSC, no-reply:

Diocese State

FSC

Other

Notdeclared

legal owners of schools

e) Lasallian Formation of personnel:

Up to the present this has reached only 21% of the personnel.

79% have received no such formation

f) With what kind of families and populations are you workingwith?Social levels according to 4 criteria: upper class, middle class, fami-lies in a possible precarious position, families in great need.

66

Social levels escluding USA/Toronto

Fam. need

Upper class

middleclass

Fam. pre

Pers. Tech.

Dir.

No F.L.

Lasallian Formation of Personnel

67

Fam. need.

Other

In the USA the criteria for great need is based on a daily meal pro-vided by the municipality:

USA/Toronto

2. Non-formal education centres for young peo-ple and/or adults

Here are the types of centres which we find among the 142 whichhave been listed by the Districts:

A. Centre for street childrenB. Centre for young mothersC. Spiritual Centre, Retreat HouseD. Literacy CentreE. Centre for formation of womenF. Centre for MigrantsG. Social CentreH. Centre for Drug Addicts

I. Centre for rural formationJ. Centre for teacher formationK. Centre for apprenticeshipL. Centre linked to Justice services

N. Holiday centre, summer campsO. Other

M. Centre for Handicapped persons

Here is the service which is rendered:

YOUNG ADULTS STAFFBoys Girls Men Women Men Women FSC162 382 17 449 39 099 33 179 931 1 194 381

TOTAL helped: 252 109 TOTAL Staff: 2 506

3. Services offered to State, Church or otherbodies by Brothers or other Lasallians

This is a contribution by the Institute which is far from beinginsignificant.

Only 136 Brothers and 46 Lasallians replied to this survey.

They work within bodies which are often important and they oftenplay a prominent role within these bodies.

A look at the replies shows that these organisations affect, directlyor indirectly some 10 million young people and adults.

68

Here the staff ratio is 1 to 100.Note that all the Centres did not reply to this survey.This can be seen from the following diagram.

RelafRelalCanadaArlepRelecFranceRebimItalyParcMid-EastUSA/ToTOTAL

Number YOUNG ADULTS STAFFFSC

465024492129

53

11431

9381

Women44

2423538

14368

3117385

5465

1194

Men85

230561997761174

1604182

931

Women12276540

120584040

214182344

23505701

23500

33179

Men11964

670999394377

368193244

20502617

138500

39099

Girls888

4931551925

12404050

99242

3077543210

17449

Boys12015925

799140226874130

1649688

127840595

1219162382

1422

811

611

61

5157

142

Moreover, the work carried out by the telephone listening serviceof the District of Australia has not been included here; it should be.This 24 hour service carried out by 80 Listeners is used year in yearout by 1 500 000 children and young people. A third of the callsare effectively dealt with.

69

COUNTRYCameroonTogoBoliviaVenezuelaPanamaGuatemalaGuatemalaBrazilBrazilSpain SpainTurkeyPolandGreat Br.IrelandMaltaItalySri LankaPhilippinesIndiaLebanonUSAUSARomeRomeRELALChiliFranceColombiaBrazilPhilippinesPhilippines

SERVICEHuman Formation

Direction of Catholic Schools

Radio San Gabriel

Network of schools for the poor

600 rural schools and 250 urban schools

Assessor with the ministry for the national literacy program

Formation of Mayan teachers

Street children

Episcopal Conférence (catechesis)

Street children

Organisation of Catholic Education

Federation of Catholic Establishments

Public Schools

Help for non- Lasallian schools

Centres for school drop-outs

Aid Foundation

Religious culture publications for Public Schools

Social Service

Teaching Organisation

The promotion of women

Catechetics Commission

A lot of commitment in universities or diocesan centres

Episcopal Conference: ecumenical dialogue

International Catholic Bureau for the Child

International Office for Catholic Education

Council for Catholic Education

Family cateche

National Chaplaincy for Gypsies

Formation of teachers for Public Schools

Organisation of Landless People

Catechetics for Public Schools

Cooperative for rice growers

STAFF21

90131

871

101

112221

2

147

1113

5

2

BENEFICIARIES3000

171982581325

21902427261

9000125

600

50002360

50060

400640000

10002500000

100001610

3000

Often the services rendered deal with two favoured areas: the for-mation of teachers and the formation of catechists

These two preoccupations, which are traditional, seem to turn upagain forcefully in the choices which one can observe in a certainnumber of Districts.

It seems that we are more attentive to putting ourselves in a bet-ter position in those areas which are distinctly sensitive and strate-gic for the education of today and tomorrow.

To illustrate these services, some of them are listed here:

71

CONTENTS

Lasallian presence

Afrique

Europe

The PARC Region

Near East

Latin America and the Carribean

North America

Education Statistics December 2004

5

7

17

29

37

41

53

59